Accommodations as Solutions: Adapted Equipment or Materials

List of needs and solutions

Solutions in Instructional Methods and Materials

Instructions

• Use hands-on activities, pictures, or diagrams to represent abstract concepts or complex information.
• Let student record class lectures or discussions, digitally or on tape.
• Use real-life, concrete materials when introducing abstract concepts or when learning math concepts.
• Give student copies of pictures or other visual materials.

Highlighting

• Let student use sticky notes, erasable highighter, or highlighter tape to mnark key points in text.
• Color-code or highlight key words in math word problems.
• Provide materials with key information in embossed format.

Support

• Provide materials in braille.
• Let student use chart or table with basic math facts.
• Let student use flow chart to plan strategies for math problem solving.
• Avoid extraneous stimuli, such as item numbers too close to math problems, hard-to-read font.
• Provide paper cutter with encased wheel for straight cuts or electric scissors with control unit and switch if needed.
• Provide tactile reference points or boundaries for paper used in art activities; for example, place tape on corner or secure paper in shallow tray.
• Ensure high visual contrast between art materials with salt or sand in paint, screening under crayon drawings, glue liines or yarn around stencil edges.
• Have student try pencils or markers of different thichnesses or different writing tools such as crayons or pens.
• Let student use electric stapler and eraser.

Technology

• Provide audio or large print versions of books.
• Let student use reading pen.
• Scan worksheets, forms, or text to make them text-to-speech or keyboard accessible.
• Show same information in video or movie.
• Let student record lectures and discussions, digitally or on tape.
• Use computer-based modelsto represent math concepts.
• Let student use head pointer or voice- or breath-operated switches with onscreen keyboard.
• Let student use trackball or other alternative cursor control.

Solutions in Assignments and Assessments

Instructions

• Give instructions with steps outlined in writing or picture sequences.

Organizing

• Provide paper with math guides or graph paper for computation, paper with midlines for taking notes.
• Let student use physical supports, such as bookends, plastic containers for supplies, and bags or folders for work materials.
• Let student keep one copy of school materials at home and another in class.
• Make sure worksheets have ample space for writing answers.

Support

• Provide paper with math or writing guides, or midlines.
• Let student use graph paper to align numbers when writing computation problems.
• Let student use adaptive devices like pencil grips or holders, erasable pens, paper with raised lines, color-coded line indicators.
• Let student write in workbook or on copy of workbook page.
• Give student two copies of worksheet: draft and final copy.
• Give student access to resources and materials outside of class.
• Provide training scissors, loop scissors, rolling scissors, or table-mounted scissors.
• Provide paper cutter with encased wheel for straight cuts or electric scissors with control unit and switch if needed.
• Provide tactile reference points or boundaries for paper used in art activities; for example, place tape on corner or secure paper in shallow tray.
• Ensure high visual contrast between art materials used and work surface for art activities.
• Incorporate texture into art materials with salt or sand in paint, screening under crayon drawings, glue lines or yarn around stencil edges.
• Have student trace over models for letters, words, or numbers and gradually fades these prompts.

Technology

• Let student use word prediction software.
• Let student use software that places symbols above words in wrtten assignments.
• Adjust computer monitor for maximum contrast between text abd background color.
• Provide tools and equipment with voice capability, such as talking calculator.
• Let student use self-checking materials or computer-assisted instruction to practice skills.
• Let student use assistive technology for sound amplification.

Classroom Tests

• Provide copies of test on audio tape, in braille, or in large print format.
• Use symbols, such as arrow or stop sign, on test or answer form to help student follow instructions.
• Increase space allowed for test answers.
• Break test into sections; allow student to take test over a period of days if needed.
• Let student write on test itself instead of on answer sheet.
• Avoid extraneous stimuli, such as item numbers too close to math problems, hard-to-read font.
• Let student use magnetic board or rubber stamps with numbers, letters, symbols, and shapes.
• Provide student with chalkboard or whiteboard.
• Use template to focus attention on one line of text or one column of math problem.
• Use colored transparencies or overlays to adjust contrast between text and background color.

FCAT

• Reduce number of items per page; increase space between items.
• Use colored transparencies or overlays to adjust contrast between text and background color.
• Enlarge print of test through mechanical or electronic means, or request large print versions.
• Request braille version of the test for a student who uses braille materials.
• Provide positioning tools, such as tilt-top desk or reading stand.
• Provide paper with raised, shaded, or color-coded lines.
• Provide paper with math or writing guides to produce organized, legible answers.
• Secure paper to work area.
• Use adapted calculators as authorized on grades 7-10.
• Let visually impaired student use abacus as substitute for paper and pencil computations (all grades).

Solutions in Learning Environment

• Provide positioning tools, such as tilt-top desk or book stand for easier reading.
• Ensure adequate lighting in work area.

FCAT

• Use white noise (sound machines) to reduce auditory distractions.
• Administer test in classroom with special lighting and/or acoustics.
• Use visual magnification and auditory amplification devices.

Solutions in Special Communications Systems

• Use augmentative communication systems, such as communication board and presented symbol system.

FCAT

• Use text-to-speech technology to communicate test directions, other than reading items.
• Use technology such as word processing software, digital voice, tape or digital recorder, or communication device for performance tasks or writing, without using spelling or grammar check.
• Use English-sign language dictionary showing sign picture, word, synonym, and index, without definitions of words, for a student who uses sign language as primary means of communication.

List of needs and solutions